Meeting Employer Needs Through Continuous Professional Development: From Theory to Practice
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This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
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Meeting Employer Needs Through Continuous Professional Development: From Theory to Practice
- 1. Lisa Marie Blaschke, Program Director, Master of Distance Education and E-Learning (MDE) Open Classroom Conference, November 9-10, 2017 02.11.2017 Meeting Employer Needs Through Continuous Professional Development: From Theory to Practice
- 2. Needs of Today‘s Employers • Employees who are: • Able to adapt quickly to complexity and change • Creative, collaborative, communicative • Lifelong learners • Swift onboarding of new employees • More flexible and accessible education for professional development Crockett, 2016; Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009
- 3. Holistic, Learner-Centered, Networked System Solutions Workforce/ Society Instructors Students Institutions Self-determined learning (Heutagogy) (Blaschke, 2012; Hase & Kenyon, 2013)
- 4. Solutions: https://www.uni-oldenburg.de/en/c3l-home/open-university-oldenburg/ https://www.unioldenburg.de/fileadmin/user_upload/c3l/Studiengaenge/Bildungsmanagement/Download/bildungsmanagement_anrechnung.pdf (German only) Prior Learning Assessment and Recognition (PLAR) Prior Education (Diplomas, Examinations, Certifications, Master) Work Experience and Professional Development Individual Calculation of ModulesFixed Calculation Individual Calculation of Modules University Studies (30 CP) College Studies (12 CP) oder
- 7. Questions for Consideration • How can we better prepare our students for the complexity of the workforce? • What theories/practices best provide the skills students need to become productive employees – and lifelong learners?
- 8. References Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review Of Research In Open And Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087 Crockett, L.W. (2016). The critical 21st century skills every learner needs and why. Retrieved from: https://globaldigitalcitizen.org/21st-century-skills-every-student-needs Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. P21. (no date). 21t Century Student Outcomes and Support Systems Framework. Retrieved from: http://www.p21.org/overview/skills-framework Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. http://oetmanhattan.wikispaces.com/file/view/Prensky--Teaching+Digital+Natives-in+press6.pdf Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Retrieved from: http://www.newcultureoflearning.com/newcultureoflearning.pdf Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass.
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- In addition, technologies (and delivery frameworks), pedagogies, political, social —are working together to drive institutions toward more learner-centered education. Trends: Driving us toward more learner-centered education environments, but also supporting us in realizing these environments. One educational theory that can be applied is that of heutagogy or the study of self-determined learning which is built around the principles of learner agency, capability, self-efficacy, reflection/metacognition, and non-linear design – a theory that has been shown to support development of the attributes needed by today’s employers. A solution using heutagogy is not only a pedagogical one, but is an inter-connected system; pedagogy is key, but other aspects are as well — all have a role. Within this system: Learners are Self-directed, self-regulated, self-organized, autonomous, capable, empowered; Teachers are „aces in the digital space“ guiding the learning and exhibiting flexibility and empathy and desire to empower (not control) students; working together with the workforce and society, institutions provides a network of support of learning for students and teachers, one that characterized by a shared vision, innovative leadership, and transformation-readiness.
- Description: C3L offers a prior assessment and recognition (PLAR) program that allows students to demonstrate acquired competencies and receive credit toward continuing education within a C3L program. The program has been in existence for over 10 years and has served as a PLAR model for institutions throughout Germany. The model offers two paths for calculating prior learning: prior education and work experience/professional development. Over the prior education path, either a fixed or individual calculation of prior learning can be calculated. For fixed calculations (lump sum allocation), students can receive for up to 30 credit points (CP) for completed university studies and up to 12 CP for college (Fachhochschule) studies. This can also be calculated individually by matching completed coursework with a same or similar C3L course module for up to 60 CP. Students can also receive credit by demonstrating competencies acquired through work experience and professional development while in the workforce, based on their job descriptions and activities, performance reviews, and training certificates. How does this solution meet employer needs? Students: Demonstrate acuired competences and do not need to retake courses for which they already have prior knowledge/education Receive credit for prior knowledge, work experience, training, and education Can further their education building on previous knowledge Benefit from curriculum flexibilty and can more quickly advance toward formal higher education certification and degrees (shortens study times)
- Description: In this blended learning environment in C3L courses, students first engage in and discuss the curriculum. At a face-to-face workshop, they then identify themes related to the course topics that they are interested in researching/studying further. The project component of the course is then developed and during the remainder of the course they work in small groups (3-5 students) and conduct research on a topic they are interesed in. How does this solution meet employer needs? Students: Gain real world experience and knowledge conducting action research in the field Learn how to work together to manage projects Establish contacts that further build their professional network Can work flexibly online and at a distance Explore and think critically about current, real world challenges
- Description: The e-portfolio is an online space that can be used to document learner competencies, learning paths, and learning reflections with the goal of documenting the student‘s learning by providing evidence of his or her knowledge, competencies, and skills. The e-portfolio serves as a living document, providing a shared virtual space for studentsto gather, organize and present their competencies through artifacts and work samples such as model assignments that showcase the many competencies that they have developed during their studies. This online presence can then be further expanded upon to incorporate various social media tools that then serve to create a learner‘s own personal learning environment or PLE, that support lifelong learning. How does this solution meet employer needs? Students: Develop and demonstrate competencies Learn to evaluate information crtically Create a bridge to the outside professional world Build networks of professional connections Gather and save information leading to lifelong learning Explore opportunities for collaboration